Universal Design for Learning

In order to meet the needs of a diverse learning population, teachers need to be flexible and aware of student needs. This often presents itself in the form of differentiation. A fancier name for differentiation is Universal Design for Learning (UDL). UDL is “an approach to curriculum that minimizes barriers and maximizes learning for all students” (CAST, 2010).

Every teacher, whether they are aware of it or not, implements some format of a UDL when lesson planning. A lesson plan incorporates the WHAT, HOW, and WHY of a lesson. What students need to learn, how they will learn it, and why it’s important for them to learn. There are three brain networks that process this information. The guidelines for UDL presented focus on Representation (WHAT), Engagement (WHY), and Action and Expression (HOW).


Which am I using?
I honestly don’t believe it’s possible to incorporate everything in the guidelines, but a teacher can get close. As I went through the guidelines, I admit to feeling inadequate compared to the amount of information provided.

One area I felt confident in is the Representation portion, specifically 3.2 Highlight patterns, critical features, big ideas, and relationships and 3.4 Maximize transfer and generalization.


Which could I add right now?
Distance learning makes implementing some aspects of UDL more difficult than usual. Right now I can implement 6.2 Support planning and strategy development. In order to assist students, I have added checklists for each week to help organize their day. This week I modeled a think-aloud using a poem and my document camera.I embeded the video on my Canvas page for students to view. I’ve also added an area for students to “stop and think” and “show and explain their work” at the end of the week and at the beginning and end of each week.


Which looks great but I might need help to implement?
Next year, I’d like to work more on 6.4 Enhance capacity for monitoring progress, but I feel like I’d need help with this. In theory, I’d like to give my students more opportunity in the classroom to self-reflect and see their progress. I tend to speed past the finished assignment and don’t give them enough time to self-reflect or even discuss their self-reflection. I’d like for students to visually see their own data - grades on tests, reviews, etc. that are color coded, and improvement in their writing with portfolios, what have you.


Tools for UDL
Amanda Murphy an article at EdTech magazine with four steps to begin implementing UDL in classrooms with purpose. First, she suggests beginning with small and achievable student goals. Second, create a flexible classroom with furniture and digital tools. One suggestion is for students to work with headphones on to help eliminate distractions. Third, choose technologies, materials and methods thoughtfully. After deciding on a classroom goal, teachers can then work on planning what materials would work best. Lastly, Murphy says to give lots of feedback to establish deeper learning. Students giving feedback to each other helps provide more learning on a deeper level.

Assuming that students have device and Internet access, having an area such as Canvas, Schoology, or Google Classroom to upload extra copies, think aloud videos, links to text-to-speech applications, etc. would help with implementing UDL. Canvas has an Immersive Reader function that helps with text-to-speech. Transcripts to videos can be uploaded or the teacher can upload a Symbaloo for students to use with important links.




References
CAST. (2010, January 6). UDL at a glance [Video]. YouTube.
         https://youtu.be/bDvKnY0g6e4

Murphy, A. (2017, October 26). Embracing the UDL classroom: 4 steps to a more flexible
         education. Edtech Magazine. https://bit.ly/35lMEW3

Robinson, D. E. 1. derobins@towson. ed. (2017). Universal design for learning and school
         libraries. Knowledge Quest, 46(1), 56–61.